Positive Behavior Interventions and Support
Improving student academic and behavior outcomes is about ensuring that all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible.
School-wide positive behavior interventions and supports (SW-PBIS) is a prevention-oriented, instructional approach to supporting students with challenging behavior and promoting a positive and effective school climate for all students. SW-PBIS utilizes a multi-tiered, response to intervention approach to supporting students across the continuum of behavior support needs through evidence-based interventions. At each tier of intervention, SW-PBIS emphasizes the use of data to guide decision making and monitor student progress.
The PBIS series offered at Portland State University provides training opportunities for educators in implementing systems and interventions school-wide and supporting students across the continuum.
Effective implementation of SW-PBIS begins with an effective universal (Tier 1) intervention at the whole school level and classroom level. Schools and school districts need educators, counselors, coaches, and administrators with knowledge and skills to lead implementation of universal intervention and data-based decision making.
SW-PBIS recognizes that a strong foundation of universal intervention will offer support to ALL students and staff, but it will not be sufficient for all students. For students requiring additional support, individual interventions are provided (Tier 2 and Tier 3). Effective implementation and support requires systems that include consistent teaming, data-based decision making and a continuum of evidence-based interventions for those students requiring individual support. Effective implementation in schools requires interventionists with an increasingly specialized skill set that includes expertise in behavioral and instructional (a) assessment, (b) intervention, and (c) data-based decision making to guide implementation of effective behavioral supports for challenging students.
At Tier 2, assessment and intervention are designed to be efficient and cost effective supports that can serve multiple students. School
teams utilize behavioral progress monitoring tools to guide decision making related to student response to intervention and identification of targeted interventions that maximize allocation of resources by matching specifically to school needs.
For students who are not responsive to Tier 1 and Tier 2 interventions, individualized assessment and intervention are necessary. Schools and school districts require persons trained in Functional-Behavioral Assessment and function-based intervention. Interventionists working with this challenging population of students require significant training to complete effective assessment and intervention and to guide implementation, progress monitoring and decision making related to intervention plans.